Hampton High

Name Hampton High
Website http://www.hamptonhigh.org.uk
Ofsted Inspection Rating Good
Inspection Date 19 March 2019
Address Hanworth Road, Hampton, Middlesex, TW12 3HB
Phone Number 02089793399
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 670 (48% boys 52% girls)
Number of Pupils per Teacher 18.9
Academy Sponsor The Richmond West Schools Trust
Local Authority Richmond upon Thames
Percentage Free School Meals 17.6%
Percentage English is Not First Language 28.4%
Persisitent Absence 14.9%
Pupils with SEN Support 20.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school became a sponsored academy in November 2016 within Richmond West Schools Trust. The school has a local governing body with delegated responsibilities from the trust. The school is smaller than the average-sized secondary school for pupils aged 11 to 19. The current headteacher was appointed to her post in September 2017. The sixth form is small and only has Year 13 students. The school works collaboratively with Teddington School to deliver a range of subjects. The proportion of pupils with SEND is above the national average, and the proportion of pupils with an education, health and care plan is similar to that found nationally. The proportion of pupils who speak English as an additional language is above the national average. More pupils than average are disadvantaged and in receipt of the pupil premium funding. The majority of pupils are from White British heritage. The school uses Malden Oaks in Kingston upon Thames for alternative provision, when required.

Summary of key findings for parents and pupils

This is a good school The headteacher has provided a clarity of vision which is shared by staff, parents and carers, and pupils. Leaders have been relentless in their focus on improving the quality of teaching and learning. Consequently, pupils make good progress. Leaders demonstrate accurate understanding of the school through rigorous self-evaluation. However, new policies and systems to improve the consistency of teaching and raise standards have yet to be embedded. Teachers have strong subject knowledge which is used well to plan effective lessons that captivate the interest of pupils. Teaching, learning and assessment are generally strong, particularly at key stage 3 and in English and mathematics. However, they are weaker in science. Teachers benefit from personalised professional development to improve on their practice. Leaders have raised expectations for learning and standards of behaviour. Pupils are well behaved and parents are proud of the school. The governors are effective and very determined to secure improvement in pupils’ outcomes. They hold leaders to account for their work. The sixth-form provision is good. Students are well supported and receive good advice and guidance which prepares them for the next stage of their education and employment. Disadvantaged pupils currently make less progress than their peers. Leaders and governors have recently prioritised the progress of pupils with special educational needs and/or disabilities (SEND). Although these pupils are well supported by specialist staff, their needs are not well met across the curriculum. As a result, they do not make the progress of which they are capable. The arrangements for safeguarding are effective and pupils feel safe in school. Although leaders have secured improvement in attendance, overall attendance remains below the national average. Fixed-term exclusions for pupils with SEND are high.